Exploring Relationships among Chopstick Use in Preschool Years and Writing and Math Development in Elementary Years

Abstract

This study investigates the relationship between preschool chopstick use and early elementary academic achievement in writing and math. Building upon prior research linking chopstick usage to enhanced fine motor skills and brain activity, the study examined whether early exposure to chopsticks relates with improved academic performance. A statistically significant positive relationship was found between chopstick use and writing achievement, but not in math. While factors such as gender, age, and maternal education may have influenced the results, this study provides preliminary evidence suggesting that early chopstick training could positively impact writing skills in young children